I: Single-Item Measures

Transcription

1 : Sngle-tem Measures : : : n both forms the chld s asked to choose the face/word that comes closest to showng how he or she feels about hs or her lfe at the moment. n ths form t s best consdered as a measure of lfe satsfacton. However, as wth Cantrl's Ladder, there s no reason why the focus for the queston cannot be modfed n terms of context, tme-frame or cclstruct, as has been done n adult versons. Admnstraton A verson for the adult form of the Vsual Analogue scale s gven as: Here are some words and phrases that people use to dentfy varous features of ther lves. The scale runs from Terrble' to 'Delghted' n seven steps. Please check the number on the scale that comes closest to descrbng how you feel about... [nsert topc n queston (McDowe" 2006: 578) Rgby and Slee (1993) used a chld-n-school verson of the Faces scale, n whch chldren and young people aged 8 to 18 years were asked to ndcate: Whch face s most lke you when you are at school? Scorng The scorng on the Vsual Analogue scale ranges from 1 (Delghted) to 7 (Terrble), and on the Faces scale from 1 (Face A) to 7 (Face G). wth bullyng. Rgby found that across age and gender those who were beng bulled were more lkely to select an unhappy face on ths task. The Happness Lne Measure (HLM) Although smple n admnstraton, the HLM yelds a varety of rch quanttatve and qualtatve nformaton from three marks made on the same pencl-drawn lne. The HLM s an adaptaton of the Salmon Lne 'a smple technque that nvtes people to mark out [a lne before tryng to verbalse thngs' (Salmon 1995: 83). The Salmon Lne s an ad to vsualsng a construct; ts meanng and the opposte represented by the two ends of the lne. n common wth the 'self-anchorng' Cantrl's Ladder, the HLM has end ponts representng the chld's 'assumptons, perceptons, goals and values' (Cantrl 1965: 22) but focuses on a gven construct 'Happness-Unhappness' and explores ts meanng to the chld n a partcular context such as school. Quanttatve nformaton from the HLM ncludes the chld's perceptons of hs or her: Happest and Unhappest experences, compared to the happest and unhappest chldren n the peer group. Happness Range n comparson to that of the peer group. Current level of happness. - n the context of the range of happness experenced by the peer group (Current Group-Referenced Happness) and - n relaton to hs or her personal range of happness (Current Self-Referenced Happness). nterpretaton Rgby (2002) reported data from a range of studes nvolvng 31,980 Australan schoolchldren whch had used the Faces scale to assess the effects of beng bulled on pupl happness. When asked 'Whch face s most lke you when you are at school?' the great majorty of eght-eghteen-yearolds (85 per cent of grls and 77 per cent of boys) ponted to happy faces (A, B or C). A small mnorty (4 per cent of grls and 7 per cent of boys) ponted to unhappy faces (E, F or G). Selecton of faces E, F or G s therefore qute unusual and a cause for further nvestgaton, partcularly n vew of assocatons Qualtatve nformaton from the HLM arses from the opportunty to explore: The chld's personal constructs around. hs or her happness; what makes hm or her happy,. or unhappy and what makes others happy or unhappy n the shared context.

2 Measures of Chldren's Mental HBlJlth and Psychologcsl Wellbeng: Enjoyment \lvha't t would be lke to be happer (hopes) or unhapper (fears) than has been personally experenced.. What would have to happen next for hm or her to feel happer n the context. Adp1nstraton Keetng to the specfc nstructons s not crtcal when workng wth ndvduals, as t s mportant to respond to the chld and to support them wth addtonal prompts that are talored to ther needs. However, f usng the HLM as a group measure, for nstance as the baselne and follow-up for an nterventon, then the same nstructons should be used for everyone. Materals requred are the Happness Lne Measure, a pencl and the HLM Scorng Key. Place the Happness Lne Measure n front of the chld and say: Ths lne wll help us to look at what t's lke to be you, n your class/schoovrelevant context. What would t be lke (pontng to the 'happy' face) to be the 'happest' chld n the class? (consder usng 'why... " 'what... 'and 'how... ' questons as prompts) Record the chld's responses next to the 'happy' face (ths s not necessary when usng the HLM as a group measure). Repeat wth the 'sad' face: What would t be lke (pontng to the 'sad' face] to be the 'unhappest' chld n the class? Record the chld's responses next to the 'sad' face (ths s not necessary when usng the HLM as a group measure). Then say: 40 Where s the nearest (ndcate the lne, movng towards the 'happy' face) that you have got to beng the happest chld n the class? (hand the chld the pencl) Put a mark there. Where s the nearest (ndcate the lne, movng towards the 'sad' face] that you have got to beng the unhappest chld n the class? Put a mark there. What was gong on when you were happest? (Pont to the chld's mark closest to the 'happy' face. Wrte down the chld's responses the mark.] next to What was gong on whf?n,yp,v. w.tjtat yopr unhappest? [Pont to the chld's mark closest to the 'sad' lace. Wrte down the chld's responses next to the mark.l Where are you ths week? Put a mark there. [for CurrenrGroup and Self-Referenced Happness] [Pontng to a pont just above ths mark] What would be dfferent f came next week and your week had been a lttle bt happer? [Wrte down the chld's responses next to the mark.] Scorng 1. Place the Scorng Key over the top of the completed HLM. 2. Match up the ends of the lne wth the tallest vertcal lne on the left hand sde of the template. Ths poston of the transparency on the lne s Scorng Pont On the Scorng Sheet, record n boxes 1 and 2 the numbers on the 1-10 scale shown on the transparency whch are closest to the chld's hghest (1. Happest) and lowest (2. Unhappest) marks on ther lne. 4. The Happest and Unhappest scores, added together, gve a score for the Happness Range whch s entered nto the thrd box on the Scorng Sheet. 5. Record as score 4, the Current Group- Referenced Happness score, the number on the template closest to the chld's current happness pont. 6. To record the Current Self-Referenced Happness (score 5) you wll frst need to move the poston of the transparency from Scorng Pont 1 to Scorng Pont 2. Move the transparency to the left and up, across the young person's lne untl ther Unhappest mark' to lne and ther ntersects, the bottom Happest mark ntersects the top to lne. Ths s Scorng Pont 2. Record the number that s now closest to the young person's current happness mark. ' : : :e e :e 11 t [ ll le re 1 "; 11;:'... "t; 1,-.,.';.

3 Sngle-tem Measures See.:fgure 1.2 for an example of how the HLM shown n Fgure 1.3 s scored. Chld's name: Date: Admnstered by: Score: 1. Happest (hghest mark made by chld on the lne) Unhappest (lowest lne made by the chld on the lne) 7 3. Happness Range (1+2) Current Group-Referenced Happness (Chld's current happness mark at Scorng Pont 1) Current Self-Referenced Happness (Chld's current happness mark at Scorng Pont 2) 8 3 (Une truncated n ths example) Record 1) to 4) scores wth the full length of the lne wthn the template before movng the lne so that the chld's topmost and bottom most marks le on the topmost and bottommost lnes of the template and record 5) Fgure 1.2 Example of a scored Happness Lne MeasGre 41

4 Measures of Chldren's Mental Health and Psychologcal Wellbeng: Enjoyment nterpretaton The chld's word descrptons at both poles gve an nsght nto the context-related meanng of happness for hm or her. The happest and unhappest descrptons show the best and worst contextrelated experences for the chld. Any gap above hs or her happest pont and below the unhappest represents the magned and the possble but, as yet unexperenced; the representaton of unknown hdf>es and fears. The Current... Happness pont locates the chld's experence of happness n the present or near present and allows the possblty of thnkng about how t can mprove; what would be dfferent about e _-----Hopes The best t's been ----: hm or her or what would be dfferent about the context. Consder where the chld's Happness Range s (happest + unhappest -) n relaton to the full lne. s t nearer one end or another; happer than others or unhapper than others? s the chld's range nearly as long as the full lne or s t only a small secton? Why mght ths be? How does the chld compare hs or her current experence wth others? Where Current Self Referenced Happness s greater than Current Group-Referenced Happness ths suggests that the chld perceves hs or her experence more postvely than most What would be dfferent How t s now _------l==--. f you were here now? The worst t's been _ Fgure 1.3 A sample HLM wth the three chld's mafks and ther nterpretaton 42 Fears E t e e :

5 43,, Whre "Current Group-Referenced Happness s greater than Current Self-Referenced Happness t sggests that the chld perceves hs or her current experence more negatvely than most. Ths mght be typcal for a chld that s beng bulled, for nstance. Durng follow-up ntervews wth the chld the followng ssues can be explored: D{j;they mprove/deterorate as they expected? Why? How? What happened? What dd he or she do? Dd ther hghest and lowest ponts change? What happened? f thngs got worse, how dd they manage? Techncal detals For Cantrl's Ladder, the two-year test-retest relablty s reported at r.65 (Palmore and Kvett 1977, reported n Dener 1984: 544). Dener (1984) reports the Terrble-Delghted scale as havng repeated-measure relablty of r.66 and r.40 at 6 months. Dener (1984: 544) also refers to the report of Andrews and Wthey (1976) that the measure 'contans 65% vald varance' usng smlar self-report measures. Correlatons of the Terrble- Delghted scale completed on students by famly and frends, wth those completed by the students themselves, were r.52 and r.49 respectvely (Sandvk Sngle-tem Measures et al. 1993:335). The use of other nformants,apart from the student partcpants, provdes addtonal assessments of the measures' valdty that does not rely on self-report solely. "" Bowlng (2005), quotng Andrews and Oandall (1976), reported that a multmethod-multtrat analyss for each of the two Terrble-Delghted scales, Cantrl's Ladder and one other scale found that the medan valdty coeffcents n the assessment of sx areas of lfe satsfacton ranged from 0.70 to The two Terrble-Delghted measures and the Happness Lne Measure were admnstered alongsde the SchoolChldren's Happness nventory (SCH (lvens 2007) durng the development of that measure. A good ft was found between the data and the model and the analyss showed that all four measures jontly predcted 65 per cent of the varance n SWB (lvens 2007). The Happest Score on the HLM s shown as 'Une +' and the Unhappest score s shown as 'Lne - '). vens (2007) admnstered the Terrble-Delghted (Vsual Analogue and Faces versons) and the Lne scales (Negatve, Postve and a combned Lne Postve and Lne Negatve score) as part of an examnaton of the convergent valdty of the SCH wth multple-tem measures, to 77 Year 5 pupls (aged 9 to 10 years). These measures ncluded: The Culture-Free Self-Esteem nventory, 2nd edton (CFSE-f) (Battle 1992). The Chldren's Depresson nventory- Short Form (CD/-51 (Kovacs 1992). R2 = 0.344Terrble-Del./ 0.59 R2=0.65 Fgure 1.4 Proxy-1 SWB (formed from the two sngle-tem Terrble-Delghted scores and two HLM scores) as a predctor of SWB 1"

6 Measures of Chldren's Mental Health and Psychologcal Wellbeng: Enjoyment Tle' Postve and Negatve Affect Scale - Chldren (PANA5-Q (Laurent et al. 1999). All ;three are desgned to measure related but not synonymous concepts: self-esteem, depresson and affect. The average correlaton of r.47, s of a smlar order to that reported by Larson et' al. (1983) of r.40 n a correlatonal study of wellbeng measures, ncludng the Terrble-Delghted scales. Tabl_ 1.14 shows that, wth two exceptons, the sntem measures showed a medum to large correlaton wth the mult-tem measures. Table 1.14 Sngle-tem and mult-tem scale correlatons The two exceptons, talcsed n the table, were for: Te"ble-Delghted - Vsual Analogue tem and the.panas - C Negatve scale. - Lne Negatve and PANAS - C Postve; ths beng attrbutable to the dfference n drectonal focus between the two measures. SchoolChldren's Kovacs Chld PANAS-C PANAS-C Happness Depresson Postve Negatve nventory nventory Terrble-Delghted - Vsual Analogue,.399** -.318**.386**.150 Pearson Correlaton Sg. (2-taled) N Terrble-Delghted - Faces Pearson Correlaton.278* -.640**.262*.392** Sg. (2-taled) N Lne Negatve Pearson Correlaton.404** -.436** ** Sg. (2-taled) N Lne Postve Pearson Correlaton.386** -.466**.328**.372** Sg. (2-taled) N Lne Pos. + Lne Neg. Pearson Correlaton.493** -.560**.305**.469** Sg. (2-taled) N Source: vens 2007 Notes: * Correlaton s sgnfcant at the.05 level (2-taled) ** Correlaton s sgnfcant at the.01 level (2-taled) The drecton of the assocaton was as predcted gven the scorng schemas for each measure n the study 44 '; t ; l.e;.. e

7 45 Sngle-tem Measures 1 r r r r References Andr;ews, F.M. and Crandall, R. (1976). The valdty of measures of self-reported wellbeng. Socal ndc,ators Research, 3, Andrews, F.M. and Wthey, S.B. (1976). Socal ndcators of Wellbeng: Amerca's percepton of lfe qualty. New York: Plenum Press. BattlE; J. (1992). Culture Free Self-esteem nventores (2nd edn). Austn: Pro-ed. Bergkvst, L. and Rosster, J. (2007, May). The predctve valdty of multple-tem versus sngle-tem measures of the same constructs. Journal of Marketng Research, 44(2), jmkr (Retreved January 2,2009). Bowlng, A. (2005). Measurng Open Unversty Press. Health. Madenhead: Cantrl, H. (1965). The Pattern of Human Concerns. New Brunswck, NJ: Rutgers Unversty Press. Dener, E. (1984). Subjectve wellbeng. Psychologcal Bulletn, 95(3), vens, J. (2007). The development of a happness measure for schoolchldren. Educatonal Psychology n Practce, 23(3), Kovacs, M. (1992) Chldren's Depresson nventory COl Manual. New York: Mult-Health Systems nc. Larsen, R.J., Dener, E. and Emmons, R.A. (1985) An evaluaton of subjectve wellbeng measures.. Socallndcators Research, 17, Laurent, J., Catanzaro, S.J., Joner, T.E., Rudolf, K.D., Potter, K.., Lambert, S., Osbome, L. and Gathrght, T. (1999) A measure of postve and negatve affect for chldren: scale development and prelmnary valdaton. Psychologcal Assessment, 11: McDowell,. (2006). Measurng Health. Oxford Unversty Press: New York. Palmore, E. and Kvett, V. (1977). Change n lfe satsfacton: A longtudnal study of persons aged Journal of Gerontology, 32, Rgby, K. (2002). New Perspectves on Bullyng. London: Jessca Kngsley. Rgby, K. and Slee, P.(1993, February).Dmensons of nterpersonal Relaton among Australan chldren and mplcatons for psvcholoqcal wellbeng. Journal of Socal Psychology, 133(1), Salmon, P. (1995). Some educatonal mplcatons of Kellyan psychology. Educaton and Chld Psychology, 12, Sandvk, E., Dener, E. and Sedltz, L. (1993). Subjectve wellbeng: The convergence and stablty of self-report and non-self-report measures. Journal of Personalty, 61, UNCEF (2007). Chld Poverty n Perspectve: An overvew of chld wellbeng n rch countres. nnocent Report Card 7. Florence: UNCEF nnocent ResearchCentre.

8 l CANTRL'S LADDER the measure of potental Name. Date. Age ;... Class ;. Please crcle: Male / Female, H. The Pattern of Human Concerns (1965). Reprnted by knd permsson of Autgers Unversty Press. Ths measure s part of MeBsures of Chldren's Mental HeBth Bnd Psychologcal Wellbeng: A Portfolo for EduCBton end HeBlth Professonals, edted by Norah Frederckson and Sandra Dunsmur. Publshed by GL Assessment Ltd, The Chswck Centre, 414 Chswck Hah Road. London W45TF. UK.

9 . w W W the measure or potenta THE TERRBLE-DELGHTED SCALE Faces Name Date Age Class Please crcle: Male Female - A B c o E F G.@) Andrews & Wthey There are nstances where we have been unable to trace or contact the copyrght holder. f notfed the publsher wll be pleased to rectfy any errors or omssons at the earlest opportunty. Ths measure s part of Measures of Chldren's Mental Health and Psychologcal Wellbeng: A Portfolo for Educaton and Health Professonals, edted by Norah Frederckson and Sandra Dunsmur. Publshed by GL Assessment Ltd, The Chswck Centre, 414 Chswck Hgh Road, London W45TF. UK. 1

10 JJ JJ..aJ.J.J \J W W lj JJ JJ.J.J JJ JJ W JJ 00 tj lj lj 11 LJ 1l llj ljj lj W lj tjj ljj the measure of potental THE TERRBLE-DELGHTED SCALE Vsual Analogue Name Date Age... Class... Please crcle: Male Female DELGHTED PLEASED MOSTLY SATSFED MXED (about equally satsfed and dssatsfed) MOSTLY DSSATSFED UNHAPPY TERRBLE "j. ->; "@) Andrews & Wthey There are nstances where we have been unable to trace or contact the copyrght holder. f notfed the publsher wll be pleased to rectfy any errors or omssons at the earlest opportunty. Ths measure s part of Measures of Chldren's Mental Health and Psychologcal Wellbeng: A Portfolo for Educaton and Health Professonals, edted by Norah Frederckson and Sandra Dunsmur. Publshed by GL Assessment Ltd, The Chswck Centre, 414 Chswck Hgh Road, London W45TF, UK.

11 @ vens Reproduced by knd permsson of the author. Ths measure s part of Measures of Chldren's Mental Health and Psychologcal Wellbeng: A Portfolo for Educaton and Health Professonals, edted by Norah Frederckson and Sandra Dunsmur. THE HAPPNESS LNE MEASURE the measure of potental Name Date. Age ;... Class... Please crcle: Male Female j.

12 THE HAPPNESS LNE MEASURE GL -v- assessment the measure of potental Scorng heet Chld's name:, Date: Admnstered by: Score: :., 1. Happest (hghest mark made by chld on the lne) 2. Unhappest (lowest lne made by the chld on the lne) 3. Happness Range (1+2) 4. Current Group-Referenced Happness (Chld's current happness mark at Scorng Pont 1) 6. Current Self-Referenced Happness (Chld's current happness mark at Scorng Pont 2) lvans Reproduced by knd permsson of the author. Ths measure s part of Measures of Chldren's Mental Health and Psychologcal Wellbeng: A Portfolo for Educaton and Health Professonsls. edted by Norah Frederckson and Sandra Dunsmur. Publshed by GL Assessment Ltd. The Chswck Centre. 414 Chswck Hgh Road. London W45TF. UK.